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I’ve always wanted a masters degree in instructional media

Learn design of instructional media first, production values second.

I have reached a point in my life where I can do whatever work I want without worrying about getting paid. Therefore I am going to earn my own self-bestowed online masters degree in the design of instructional media by writing a series of blogs on the subject. I have been creating informational media my entire life but it never hurts to learn a few new tricks.

The demand for non-fiction and documentary films is exploding. As the Hollywood Reporter posted yesterday, so many non-fiction movies and TV shows are being cranked out that there are sometimes ethical issues such as paying for appearances and questionable editing techniques. According to HR the demand for documentary video editors has become bloodsport. I want to learn to make killer videos about healing childhood trauma.

A Four-Part Framework for Designing Instructional Videos

Here is an excellent article on design of instructional media on EdSurge.com by Amy Ahearn

Over the past year, I’ve worked with a range of thought leaders and professors to produce instructional videos for online courses—ranging from the head of TED to the top-ranked professor at Wharton to an NPR broadcaster and the author of “Eat, Pray, Love.” Like most instructional designers, my job has been to help these experts articulate their ideas as clearly as possible while producing videos that are engaging and pedagogically robust.

The final products have not been perfect, but I’ve found that videos turn out best if I help the expert do four things: relatenarratedemonstrate, and debate. These four actions represent a synthesis of the research on design of instructional media.

Relate, Narrate, Demonstrate, Debate

  •  “Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  •  “Narrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  •  “Demonstrate” videos illustrate how to do something in a step-by-step way. They pull back the curtain on invisible phenomena or procedures. They visually demonstrate how students will complete assignments and apply learning in the real world.
  •  “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.

Some courses will require creating more of one type of video than another. However, you can think of a pedagogically rich online course like a balanced meal that should strive to provide at least a serving of each.

How to Build the 4 Types of Instructional Videos

When kicking off course design, I typically build a detailed map of the whole learner experience, from signup to certificate of completion. Then, I storyboard the instructional videos I’ll need to incorporate. Finally, I check to see if I’m building in ways to prompt the instructor to relate, narrate, demonstrate, and debate as we shoot the course content.

“Relate” Videos often come first in the course, but can also be woven throughout other parts of the learner’s journey. We know that maintaining student motivation can be challenging in online courses and that social belonging interventions can be the key to helping students persist. I often start by shooting a video where the instructor explains who the course and asks students to reflect on their own prior experience with the topic. I also have the instructors share a bit about their own background and why they decided to create the course. Finally, the instructors should preview what learning objectives they will aim to cover and explicitly encourage a growth mindset around parts of a course that many students find difficult.

These videos are foundational and ideally motivate students to start and stick with the course. For example, this introductory video for a JAM online course introduces the topics to students, helps them understand the instructor’s background, explains what materials they’ll need to get started, and makes the content feel accessible.

Narrate Videos: We know that narratives are “sticky” ways of getting people to remember information.

You’re much more likely to recall and share a colorful story than a dry definition. Fortunately, most subject matter experts have a trove of anecdotes they frequently employ to illustrate their ideas. For example, in this video, Professor Adam Grant uses a story from “The Lion King” to explain a concept from his book.

To produce story-rich videos, it helps for instructional designers to watch or listen to many talks the expert has delivered and thoroughly review his or her writing to compile a list of familiar and obscure anecdotes. Then you can be ready to cue them to “Tell the story of…” to illustrate a concept. Review Ira Glass’s amazing summation of the building blocks of stories so that you can start coaching your experts to unfold their narratives in ways that will be riveting to an audience.

Demonstrate Videos: A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments. These videos should pull back the curtain and help students understand how experts concretely approach a task. To shoot these videos, I have experts talk through the steps that people will need to take to apply their learning or complete an assignment. In particular, you should ask them to focus on the places where people tend to make mistakes so that you start to uncover the gaps between novice understanding and expert knowledge, and help people close these gaps.

You can also experiment with shooting “point of view” videos that take learners inside an experience. For example, this video from the Stanford University Department of Anesthesia shows medical trainees how to set up an IV, even before they set foot in an operating room. If you can visualize how an expert completes a task, you’ll create a very powerful tool for learning.

Debate Videos allow you to explicitly address the common misconceptions or prevalent debates in a domain. To film these, ask the subject matter experts about the times when they might have taught the subject in a classroom setting. Prompt them specifically to think about the places where students typically get tripped up and offer the clarifications they usually have to provide.

As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work. These are often minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage. For example, when I filmed a course with Angela Duckworth, I asked her to explain the ways her research on grit had been misinterpreted—and how she wishes it would be used instead. This prompted a thoughtful explanation that went beyond what she had covered in her book.

To film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work. By showing alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement. A study by Muller found that: “Students who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation.” You can check out his own Veritasium channel on YouTube for some great examples.

Amy Ahearn (@amyahearn11) is an Online Learning Manager for +Acumen, an EdSurge columnist, and a graduate of the Learning, Design and Technology program at Stanford.

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Born a poor peckerwood in a Tujunga holler, Dean overeducated himself beyond his social station to end up a retired paralegal in the coastal paradise of West L.A.